Lead Practitioner Application Pack
Primary Advantage Federation
2
Primary Advantage Federation c/o Holy Trinity Primary School 13 Richmond Road Dalston London E8 3HY Tel: 020 7254 1010
www.primaryadvantage.co.uk
Contents
Welcome 3
Our Vision & Approaches 4
Outcomes & Achievements 5
Lead Practitioner Programme 6/7
Primary Advantage National Teaching schools 8
Pupil Outcomes 9/10
Federation Quality of Teaching 11
OfSTED Survey Inspection February 2011 12/13
Lead Practitioner Job Description 14
Lead Practitioner Personal Specification 15
Application Process 16
Contact Information 17/18
Primary Advantage Federation
c/o Holy Trinity Primary School
13 Richmond Road
Dalston
London
E8 3HY
Tel: 020 7254 1010
www.primaryadvantage.co.uk
Primary Advantage is committed to safeguarding and promoting the welfare of children and expects all staff to share this commitment. We welcome applications from all sections of the community, regardless of gender, race, religion, disability, sexual orientation and age.
3
Dear Applicant,
Thank you for your interest in applying for the position of Lead Practitioner at Primary Advantage. I hope this
pack supports you in finding out more about us. The pack includes some background information about the
federation, the lead practitioner programme, information about the application process and the job
description. More information about each school can be found on the schools’ websites. If you have any
questions or would like to arrange a visit, please contact Venessa Williams on 0207 254 1010 or email
Our journey started in 2000 when St John and St James opened as a Fresh Start School. Since then we have
worked with many schools and teachers in Hackney and have grown into a Federation of six schools. We
believe we can achieve more by working collaboratively than on our own and have lived out that vision
through our partnership work with other schools since 2003. The Governing Body has made a commitment to
a shared responsibility to the wider school community, the provision of good quality education and the
improvement of life chances for pupils in the community beyond that of our own schools.
The Primary Advantage Lead Practitioner programme essentially replaces the AST process, looking to develop enthusiastic, innovative teachers with a passion for learning, teaching and student progress. For further information on the Lead Practitioner programme please see page 6 .
Our schools are exciting places which have high aspirations and promote innovation and excellence. We offer
high quality professional development to help all our teachers grow and develop outstanding practice. We
also offer the unique opportunity to be part of a community of teachers who regularly share best practice and
learn from each other.
If you are ambitious, successful and excited by learning we would like to meet you.
Kind regards,
Sian Davies
Executive Principal
WelcomeWelcomeWelcome
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Primary Advantage Vision
We are a Federation of six schools called Primary Advantage. We believe our schools can gain many benefits
from working collaboratively and can achieve more by working together. We have made a commitment to a
shared responsibility to the wider education community, the provision of good quality education and the
improvement of life chances for pupils in the community beyond that of our own schools. Teachers, support
staff, school leaders and governors have added expertise in working alongside colleagues to improve
provision and outcomes for pupils.
What is our approach?
We work in partnership, pooling our expertise and resources in order to achieve collectively what
we may not be able to achieve individually.
We believe passionately in improving the life chances for our pupils.
We do not tolerate low expectations.
We match tried and tested strategies that we know work to the needs of the schools and use our
experience of supporting schools in successfully implementing them.
We promote a collaborative approach whilst developing the capacity of each school to serve its own
community and retain it’s distinct identity.
We recognise the importance of individuality, spontaneity and creativity in developing innovation.
Our Vision & Approach
Outcomes & Achievements
How will we achieve our goals?
5
What outcomes do we want?
Every teacher is a good teacher; every school is a good school.
Teachers use the most effective teaching methods to motivate learners and raise aspirations. As a result all
pupils will make good or better progress.
Quality learning environments where pupils feel safe and secure, known and valued and motivated to learn.
Robust teaching and application of ICT skills ensure our pupils are properly equipped for the next stage of
learning.
Curriculum provision which inspires and motivates pupils and broadens their horizons. Our curriculum
supports community cohesion through an international curriculum strand.
We work with precision and move incrementally towards achieving outstanding grades in all aspects of each
school’s work.
Through pupil partnership work we continue to break down locally perceived boundaries and help pupils to
work harmoniously with pupils from other areas of Hackney.
We seek to maximise the efficiency and effectiveness of each school by capitalising on centralised services and
sharing systems and procedures.
Outcomes & Achievements
How will we achieve our goals?
Effective Leadership
Our leadership structure aims to make the most of our
shared resources, maintain high expectations and secure
high standards. The Executive Principal has significant,
successful experience in school improvement and
working across more than one school.
Each school is led by a highly effective Headteacher who
has the skills and experience required to motivate, inspire
and to hold their teams to account through rigorous
monitoring and evaluation. The Headteachers are
autonomous and hold the decision making
powers for their schools. They retain a teaching
commitment and maintain a relentless focus on
improving the quality of teaching and raising
standards.
Shared systems and approaches
We have developed key approaches which we know make the most
significant impact on pupil outcomes. These are well considered
systems, approaches or policies which can be implemented in a range
of settings with the appropriate levels of support.
Well trained and experienced staff
Our schools are special places to work. We attract and retain
staff at all levels that are willing to think flexibly, work with
rigour and precision and go the extra mile. We have been
successful in retaining experienced staff because of the
opportunities we are able to offer across the partnership.
We have identified that working in partnership offers us
improved opportunities for centralised training and
development. Each school in the Federation is able to offer a
range of skills and support to other schools. Our schools also
have identified lead practitioners to provide support in key
areas.
6
The Primary Advantage Lead Practitioner Programme For a number of years, Advanced Skills Teachers and Excellent Teachers have been leaders of innovative learning and teaching practice in schools across the country. A large part of their work has been to collectively ensure that excellent practice has been shared and moreover that the quality of learning and teaching has continued to be developed and has been at the heart of faculties, phases, departments and schools across the UK. The Primary Advantage Lead Practitioner programme essentially replaces the AST process, looking to develop enthusiastic, innovative teachers with a passion for learning, teaching and student progress. What’s in it for staff? The role of Lead Practitioner is an excellent opportunity for career development. It provides the opportunity to lead aspects of learning, teaching and staff development at both a whole-school and teaching school level. The Lead Practitioner is both a conduit and a vehicle for sharing and developing effective practice amongst staff and across schools– they ensure that learning and teaching has high profile in every subject and never static. The eventual outcome of this is that students in all subjects receive dynamic and innovative lessons. Our Lead practitioners will form part of a network across Primary Advantage Schools and take an active role in the work of the work of Primary Advantage National Teaching Schools. This professional network brings unique opportunity for professional experience and development. What’s in it for the children/students? In simple terms, the Lead Practitioner programme has the quality of learning and teaching at its heart, and its sole purpose is to develop the quality of teaching that students receive. As the Lead Practitioner has an integral role in coaching and developing/sharing excellent practice, the outcome is that the children/students receive excellent lessons on a daily basis in all subjects. What will be the impact on the children/students? The quality of teaching that the students receive will be better across all subjects. The Lead Practitioner will ensure that through the constant, high profile development of teaching, learning and innovative practice, the children/students will not only achieve academically but also grow, learn and flourish.
Lead Practitioner Programme
7
The Required Standards of Lead Practitioners Lead practitioners should meet the following standards and the core and post threshold standards for teachers: Professional attributes Be willing to take a leading role in developing workplace policies and practice and in promoting
collective responsibility for their implementation. Research and evaluate innovative curricular practices and draw on research outcomes and other sources
of external evidence to inform their own practice and that of colleagues. Professional knowledge and understanding Have a critical understanding of the most effective teaching, learning and behaviour management
strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential.
Know how to improve the effectiveness of assessment practice in the workplace, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school.
Have an extensive and deep knowledge and understanding of their subjects/ curriculum areas and related pedagogy gained for example through involvement in wider professional networks associated with their subjects/curriculum areas.
Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching. Professional skills Be part of or work closely with leadership teams, taking a leadership role in developing, implementing
and evaluating policies and practice in their own and other workplaces that contribute to school improvement.
Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school.
Have teaching skills which lead to excellent results and outcomes. Demonstrate excellent and innovative pedagogical practice. Demonstrate excellent ability to assess and evaluate.
(a) Take a lead in planning collaboratively with colleagues in order to promote effective practice. (b) Identify and explore links within and between subjects/curriculum areas in their planning.
Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development that promotes pupil progress.
Use local and national statistical data and other information, in order to provide: (a) a comparative baseline for evaluating learners’ progress and attainment; (b) a means of judging the effectiveness of their teaching, and (c) a basis for improving teaching and learning.
Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement.
Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice.
Make well-founded appraisals of situations upon which they are asked to advise, applying high-level skills in classroom observation to evaluate and advise colleagues on their work and devising and implementing effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes.
Who can apply to be a Lead Practitioner? Lead practitioners should have 3 years classroom teaching experiences. They will need to demonstrate excellent teaching practice and evidence of impact upon standards.
8
Primary Advantage National Teaching Schools
Primary Advantage National Teaching Schools
Teaching schools are outstanding schools that work with others to provide high-quality training and
development to new and experienced school staff. They are part of the government’s plan to give schools a
central role in raising standards by developing a self-improving and sustainable school-led system.
St John and St James, Holy Trinity and Springfield are designated teaching schools, working in collaboration
with the other three schools in the federation; St Matthias, Morningside and St John the Baptist. The school
works in partnership with primary schools across the borough and beyond and play a key role within the
Primary Advantage National Teaching Schools Alliance.
Primary Advantage is a federation of schools working together because we believe our schools can gain many
benefits from working collaboratively. We have made a commitment to a shared responsibility to the wider
school community, the provision of good quality education and the improvement of life chances for pupils in
the community beyond that of our own schools. Our work on improving provision for children will continue to
see us working in partnership with schools in Hackney, across London and into the County of Suffolk. We will
be working closely with our strategic partners, The Institute of Education and Hackney Learning Trust, to
effectively deliver Initial Teacher Training (School direct and PGCE), Continuous Professional Development,
talent management, school to school support, the brokering of Specialist Leaders of Education and research
and development. Primary Advantage National Teaching School Alliance will see all schools within the alliance
achieving more together.
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% Reading
L2c+ L2b+ L3 APS St John & St James 97 90 65 18.9 Holy Trinity 100 100 31 17.7 Springfield 90 80 27 16.4 St Matthias 88 86 30 16.2 St John the Baptist 93 77 30 16.3 Morningside 90 78 27 15.8 Hackney 14 90 83 28 16.4 National 14 90 81 31 16.5
% Writing
L2c+ L2b+ L3 APS St John & St James 100 90 45 17.9 Holy Trinity 100 90 14 16.4 Springfield 90 83 23 16.1 St Matthias 88 64 12 14.7 St John the Baptist 89 75 11 15.0 Morningside 85 65 20 15.1 Hackney 14 87 73 17 15.2 National 14 86 70 16 15.1
% Maths
L2c+ L2b+ L3 APS St John & St James 100 94 55 18.4 Holy Trinity 100 100 35 17.9 Springfield 100 97 23 17.2 St Matthias 88 84 32 16.4 St John the Baptist 95 77 30 16.3 Morningside 95 87 25 16.6 Hackney 14 92 82 25 16.2 National 14 92 80 24 16.2
Key Stage 1 - Reading, Writing & Maths
Pupil Outcomes July 2014 (contains KS2 un-validated data) KS1 At the end of KS1, pupils are expected to achieve a level 2
KS2 At the end of KS2, pupils are expected to achieve a level 4, they are also expected to make 2 levels of progress from KS1 to KS2 e.g. L1-L3, L2-L4, L3-L5
Year 1 % pupils achieving or exceeding the expected level in the Year one phonics screening test
GLD % of pupils who have achieved a Good Level of Development by the end of the Reception class
SPaG Spelling, punctuation and grammar
RWM pupils who achieved L4+ in both English and maths
2L (3L) % pupils achieving 2 levels (3Levels) of progress from KS1-KS2
APS Average Point Score
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% Reading
4c+ 5+ 6 2L 3L APS
St John & St James 97 87 0 100 66 31.8 Holy Trinity 100 52 0 90 35 30.1 Springfield 92 65 0 96 60 30.2 St Matthias 92 44 0 96 37 28.9 St John the Baptist 93 33 0 95 61 28.4 Morningside 92 27 0 91 37 27.9 Hackney 14 86 47 0 93 44 29 National 14 89 49 0 91 35 29
% Writing
4c+ 5+ 6 2L 3L APS
St John & St James 97 63 23 100 66 31.8 Holy Trinity 100 43 0 100 35 29.6 Springfield 96 62 8 100 68 30.7 St Matthias 76 24 0 96 31 26.5 St John the Baptist 93 28 2 100 68 28.3 Morningside 93 31 0 96 59 28.1 Hackney 14 89 35 4 97 47 28.3 National 14 85 33 2 93 33 27.9
% SPAG
4+ 5+ 6 APS
St John & St James 93 83 23 33.4 Holy Trinity 100 57 0 30.4 Springfield 92 69 0 32 St Matthias 80 48 0 29.3 St John the Baptist 81 56 2 29.8 Morningside 78 51 3 29.2 Hackney 14 78 53 5 29.9
National 14 76 52 4 28.6
% Maths
4+ 5 6 2L 3L APS
St John & St James 97 53 30 100 55 31.6 Holy Trinity 100 43 10 100 25 30.1 Springfield 96 54 24 100 64 34.1 St Matthias 80 24 0 86 51 26.8 St John the Baptist 91 42 7 100 56 29.2 Morningside 92 42 17 96 37 29.9
Hackney 14 86 40 10 93 43 29.3
National 14 86 42 9 89 35 29
Key Stage 2 Reading, Writing & Maths
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Federation Quality of Teaching 2011-14
Holy Trinity St John & St
James Springfield St Matthias
St John the
Baptist Morningside
End of 11/12
Outstanding
Good
Satisfactory
Inadequate
38%
62%
0%
0%
Outstanding
Good
Satisfactory
Inadequate
38%
62%
0%
0%
Outstanding
Good
Satisfactory
Inadequate
33%
67%
0%
0%
Outstanding
Good
Satisfactory
Inadequate
0%
70%
30%
0%
Outstanding
Good
Satisfactory
Inadequate
29%
41%
30%
0%
School and
LA grading
1 School and
LA grading
1 School and
LA grading
1 School and
LA grading
2 School and
LA grading
2 School and
LA grading
4
End of 12/13
Outstanding
Good
RI
Inadequate
55%
45%
0%
0%
Outstanding
Good
RI
Inadequate
50%
50%
0%
0%
Outstanding
Good
RI
Inadequate
50%
50%
0%
0%
Outstanding
Good
RI
Inadequate
18%
82%
18%
0%
Outstanding
Good
RI
Inadequate
42%
58%
0%
0%
Outstand-
ing
Good
RI
20%
81%
19%
0%
School and
LA grading
1 School and
LA grading
1 School and
LA grading
1 School and
LA grading
2 School and
LA grading
2 School and
LA grading
2
End of 13/14
Outstanding
Good
RI
Inadequate
45%
55%
0%
0%
Outstanding
Good
RI
Inadequate
47%
53%
0%
0%
Outstanding
Good
RI
Inadequate
70%
20%
10%
0%
Outstanding
Good
RI
Inadequate
18%
82%
0%
0%
Outstanding
Good
RI
Inadequate
22%
56%
22%
0%
Outstand-
ing
Good
RI
38%
44%
18%
0%
School and
LA grading
1 School and
LA grading
1 School and
LA grading
1 School and
LA grading
2 School and
LA grading
2 School and
LA grading
2
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Dear Ms Davies
Ofsted 2010 – 11 survey inspection programme: leadership of more than one school
Thank you and your team for your hospitality and cooperation, and that of your staff and pupils, during my visit on 26 and 27 January to look at the leadership of the federation. Please pass on my thanks to the local authority representative, the parents and governors that also gave up their time and made a valuable contribution to the visit.
The visit provided valuable information which will contribute to our national evaluation and reporting. Published reports are likely to list the names of the contributing institutions but individual institutions will not be identified in the main text without their consent.
The evidence used to inform the judgements included: interviews with senior leaders, middle leaders, governors, staff, parents, local authority representatives and pupils; and the scrutiny of relevant documentation.
The effectiveness of the federation leadership and management in embedding ambition and driving improvement is outstanding.
Outcomes
Attainment at the end of Key Stage 2 is at least in line with the national average with a strong trend of improvement over several years.
Even though the environment beyond the school can be sometimes turbulent and challenging, pupils make outstanding progress across all stages from very low starting points.
Different groups of pupils, including those with special educational needs and/or disabilities and a wide range of vulnerable groups, make exceptional progress because of the precise, relentless and well-managed early intervention and support they receive throughout their time in school.
Pupils’ skills and knowledge for their future lives are very well developed.
Attendance is in line with the national average and is improving.
Pupils’ attitudes are exceptional as is their enthusiasm for learning and school life. Pupils are excited and pleased to talk about what they have learned.
Continued overleaf
OfSTED Survey Inspection (February 2011)
In February 2011, the Federation received the following OfSTED Survey Inspection report
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Provision
Teaching is consistently good with a growing number of outstanding features. The application of the
teaching and learning policy is adhered to unswervingly with rigour and relentlessness.
The federation ensures that the consistency of the high quality of teaching and learning is supported
by equally high-quality professional development and training which focuses on the important details
and refinement of assessment strategies.
The curriculum has been enriched by the federation’s development of subject leaders and planning.
The strong emphasis on a practical approach to learning, aligned with stimulating visits, motivates
pupils’ interest. The rigorous planning and teaching of literacy and numeracy skills by staff are
outstanding.
The care and welfare of pupils are a real strength of the federation. Excellent links with a wide variety
of agencies are in place. Thoughtful, caring and responsive approaches to individual pupils and families
make this aspect of the school’s work outstanding.
Leadership and management
Your vision, determination and extensive strategic skills and expertise are outstanding. You
demonstrate great drive and ambition for the schools, applying a forensic precision to the procedures
that maintain the federation’s trajectory of improvement.
Other leaders and managers across the federation, especially the heads of school, have a passion for
being equally precise and detailed in their monitoring and evaluation of progress, attainment and the
quality of teaching.
Exemplary systems support leaders’ rigorous analysis of practice and provide feedback to teachers on
how to improve further. The information provides a general picture of the proportions of good and
better teaching across the schools and the federation. However, providing this information about
separate subjects is less developed.
The governing body is an effective and strategic group which knows the federated schools well. It
provides excellent and robust challenge and support in equal measure.
Areas for improvement, which we discussed, include:
developing an even more analytical overview of the quality of teaching and learning which identifies
the proportions of good and better teaching in separate subjects, especially literacy and numeracy.
I hope that these observations are useful as you continue to develop the leadership of the federation.
As I explained previously, a copy of this letter will be sent to your local authority and will be published on the
Ofsted website. It may be used to inform decisions about any future inspection.
Yours sincerely
John Seal
Her Majesty’s Inspector
14
Key accountabilities in addition to those of a Main Scale Teacher – Please also refer to the Job Description for Class Teacher.
To consistently meet the core and post threshold standards and the standards identified for Lead Practitioners
To support the development of best practice across the Federation including mentoring student teachers, newly qualified teachers and experienced teachers.
To support senior leaders in robust self evaluation of teaching and learning and make a significant contribution to improving the quality of teaching and learning within and beyond the Federation.
To support the development of accurate and up to date subject knowledge.
To provide support for the Headteacher in the day to day running of the school when required.
Specific tasks in addition to those of a Main Teacher:
Teaching and Learning
Work with colleagues across the Federation to improve the quality of teaching.
Use a range of strategies to support the development of good and outstanding teaching.
Monitor the quality of teaching, giving appropriate feedback to staff and accurate evaluations to the SMT.
Work flexibly in the presence of the Headteacher to assist the
smooth day to day management of the school working closely with staff of all designations.
Assist the Headteacher and Executive Principal in monitoring and reviewing the quality of teaching and learning including assessment, recording, and reporting pupils’ attainment to all statutory bodies.
Assist the Headteacher and Executive Principal in the whole school self-evaluation processes.
Induction and Training
Plan and deliver induction programmes for new staff.
Participate in the training of NQTs.
Participate in ITT partnership activities.
Undertake professional training for all aspects of school leadership and management and keep up to date with new initiatives across the curriculum.
Provide training and support to schools across the Federation and beyond the Federation.
Curriculum
Develop teacher subject knowledge in designated curriculum area.
Support the SMT in the development of a broad, balanced and innovative curriculum including opportunities for the application of skills across the curriculum.
Effectively monitor and evaluate designated curriculum area and work independently and as a team to plan and implement strategies for necessary improvements.
Produce good quality support materials for curriculum development and implementation.
Innovation
Where appropriate, manage projects in a school or across the federation.
Keep up to date with developments in teaching and learning in designated curriculum area.
Outreach
When required, provide AST outreach support to schools beyond the Federation.
In addition to undertake such duties of a similar nature as may be reasonably directed by the Headteacher or Executive Principal from time to time.
Job Title: Lead Practitioner
Reports to: Governing Body,
Executive Principal/Headteacher
Salary: L1 - L5
Primary Advantage Federation Job Description - Lead Practitioner
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Requirements
1. Qualifications
Degree level qualification.
Qualified Teacher Status e.g. Postgraduate Certificate in Education.
Evidence of professional development relevant to the role and linked to the AST standards.
2. Lead practitioners should meet the following standards and the core and post threshold standards for teachers
2a. Professional attributes
Be willing to take a leading role in developing workplace policies and practice and in promoting collective responsibility for their implementation.
Research and evaluate innovative curricular practices and draw on research outcomes and other sources of external evidence to inform their own practice and that of colleagues.
2b. Professional knowledge and understanding
Have a critical understanding of the most effective teaching, learning and behaviour management strategies, including how to select and use approaches that personalise learning to provide opportunities for all learners to achieve their potential.
Know how to improve the effectiveness of assessment practice in the workplace, including how to analyse statistical information to evaluate the effectiveness of teaching and learning across the school.
Have an extensive and deep knowledge and understanding of their subjects/ curriculum areas and related pedagogy gained for example through involvement in wider professional networks associated with their subjects/curriculum areas.
Have an extensive knowledge on matters concerning equality, inclusion and diversity in teaching.
2c. Professional skills
Be part of or work closely with leadership teams, taking a leadership role in developing, implementing and evaluating policies and practice in their own and other workplaces that contribute to school improvement.
Possess the analytical, interpersonal and organisational skills necessary to work effectively with staff and leadership teams beyond their own school.
Have teaching skills which lead to excellent results and outcomes.
Demonstrate excellent and innovative pedagogical practice.
Demonstrate excellent ability to assess and evaluate.
(a) Take a lead in planning collaboratively with colleagues in order to promote effective practice.
(b) Identify and explore links within and between subjects/curriculum areas in their planning.
Have an excellent ability to provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development that promotes pupil progress.
Use local and national statistical data and other information, in order to provide:
(a) a comparative baseline for evaluating learners’ progress and attainment;
(b) a means of judging the effectiveness of their teaching, and
(c) a basis for improving teaching and learning.
Work closely with leadership teams, taking a leading role in developing, implementing and evaluating policies and practice that contribute to school improvement.
Contribute to the professional development of colleagues using a broad range of techniques and skills appropriate to their needs so that they demonstrate enhanced and effective practice.
Make well-founded appraisals of situations upon which they are asked to advise, applying high-level skills in classroom observation to evaluate and advise colleagues on their work and devising and implementing effective strategies to meet the learning needs of children and young people leading to improvements in pupil outcomes.
3. Experience
At least three years experience as a classroom teacher in a mainstream primary school.
Primary Advantage Federation Personal Specification - Lead Practitioner
16
Application Process
Applicants are asked to complete all the standard information
required on the Primary Advantage application form, and to
submit a supporting statement, addressing all the criteria
identified in the person specification. CVs will not be accepted
without the application form. Please specify the role you are
applying for i.e Lead Practitioner. The reference number for this
application is: PA/LP15.
Candidates are advised that when completing the references
section on the application form to please ensure that:
• Your first referee must be your current, or most recent,
employer.
• Your second referee should be someone who can confirm your
ability for the role.
Shortlisted candidates will be asked to teach an activity or lesson
and will be advised of the details of the lesson observation prior
to interview.
Candidates must ensure that if they are successful at interview,
that they are able to provide evidence of their Right to Work and
Remain in the UK. The school is not able to employ any person
who cannot validate their Right to Work and Remain in the UK in
the line with the Asylum, Immigration and Nationality Act 2000.
Successful candidates will be required to apply for an enhanced
Criminal Record Check via the DBS. We are committed to
safeguarding and promoting the welfare of our children and
expect all members of staff to share this commitment.
Completed application forms must be received by 9:30am on
Wednesday 13th May 2015.
Interviews will take place on Thursday 21st May 2015.
If you have any queries or would like to arrange to visit our
schools, please contact Venessa Williams on
0207 254 1010 or email
We look forward to receiving your application.
Completed Application Forms
Successful Candidates
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Springfield Community Primary School
Castlewood Road
London N16 6DH
Tel: 020 8800 9007 Fax: 020 8800 8738
Email: [email protected]
Please visit our website
Springfield Community School
St John & St James’ CE Primary School
Isabella Road
London E9 6DX
Tel: 020 8985 2045 Fax: 020 8985 5768
Email: [email protected]
Please visit our website
St John & St James CE Primary School
St John the Baptist CE Primary School
Crondall Street
London N1 6JG
Tel: 020 7739 4902 Fax: 020 7729 2347
Email: [email protected]
Please visit our website
St John Baptist CE Primary
18
Holy Trinity CE Primary School
13 Richmond Road
London E8 3HY
Tel: 020 7254 1010 Fax: 020 7275 8589
Email: [email protected]
Please visit our website
Holy Trinity CE Primary School
St Matthias CE Primary School
Wordsworth Road
London N16 8DD
Tel: 020 72541148 Fax: 0207 2759215
Email: [email protected]
Please visit our website
St Matthias CE Primary
Morningside Primary School
Chatham Place
London E9 6LL
Tel: 020 89855382 Fax: 0208 9866881
Email: [email protected]
Please visit our website
Morningside Primary